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All Journal VISION BRIGHT VISION
deasy yunita siregar
Universitas Islam Negeri Sumatera Utara Medan
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ ABILITIES IN WRITING DESCRIPTIVE TEXT AT GRADE SEVENTH STUDENTS OF SMP DAR AL-FALAH IN TANJUNGBALAI deasy yunita siregar
VISION Vol 18, No 2 (2022)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v18i2.2180

Abstract

Writing is the most important skill that we should consider because the student must know how to write a text grammatically and correctly. Descriptive text is a piece of text that describes a place, person, or thing. This research was aimed to analysis of students’ difficulties in writing descriptive text at grade seventh students of SMP Daar Al-Falah in Tanjngbalai.. In this research, researcher uses the quantitative description data. The most problems faced by the students were grammar and organization with a total mean 75, 18. And based on the result of this research, there are 16 students who able in writing descriptive text by percentage 73%. And there are 6 students who unable in writing descriptive text by percentage 27, 27%. This suggested that teacher cold more improve their skill in the descriptive text in an interesting way or strategy. Keywords: Writing, Descriptive text,. 
TEACHERS’ PERCEPTIONS OF THE USEFULNESS OF VOCABULARY PICTURE CARDS IN TEACHING ENGLISH VOCABULARY TO STUDENTS WITH INTELLECTUAL DISABILITIES Agung Arif Hakim; Deasy Yunita Siregar; Achmad Ramadhan
BRIGHT VISION Vol 6, No 3 (2026)
Publisher : Faculty of Tarbiyah nad Teacher Training

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Abstract

English vocabulary learning is an important part of language development, especially for students with intellectual disabilities who often require concrete and visual learning support. Among various instructional media, vocabulary picture cards are widely used because they provide visual representations that may facilitate vocabulary learning. This study aimed to explore teachers’ perceptions of the usefulness of vocabulary picture cards in teaching English vocabulary to students with intellectual disabilities. The study employed a qualitative case study design involving one English teacher at a Special Needs School in Deli Serdang, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using thematic analysis. The findings revealed three major themes. First, picture cards were perceived as useful for attracting students’ attention, accelerating vocabulary understanding, and encouraging participation. Second, picture cards were considered feasible because they were practical, flexible, easy to combine with other teaching methods, and durable for long-term use. Third, several challenges were identified, including difficulties in visualizing abstract vocabulary, limitations in developing advanced communication skills, and maintaining students’ attention from boredom. Overall, vocabulary picture cards were perceived as valuable instructional media when integrated with broader teaching strategies.
INDONESIAN EFL STUDENTS' PERCEPTIONS AND CHALLENGES IN DEVELOPING ACADEMIC LISTENING COMPETENCE: A MIXED-METHOD INVESTIGATION Deasy Yunita Siregar; Syakiroh Nadilla; Mutia Syahira Yulfiar; Juwita Rinda Rayani; Alvionita Gayatri; Afifah Arsyah
VISION Vol 21, No 2 (2025)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v21i2.5096

Abstract

This research examines how students perceive and understand academic listening, a fundamental skill for success in educational settings. Through questionnaire distribution among secondary and tertiary students, the study identifies common obstacles and approaches students employ when engaging with academic content. Findings reveal that although students acknowledge academic listening's significance, many encounter difficulties processing lecture structures, identifying key information, and maintaining focus during extended listening sessions. The restricted exposure to authentic academic discourse and insufficient training in specialized listening strategies compound these challenges. Recommendations include implementing systematic listening practice, enhancing exposure to genuine academic materials, and incorporating technology-based tools for autonomous skill development.
Co-Authors Achmad Ramadhan Afifah Arsyah Agung Arif Hakim Alvionita Gayatri Juwita Rinda Rayani Mutia Syahira Yulfiar Syakiroh Nadilla